scholarly journals Online peer observation: its value in teacher professional development, support and well-being

2013 ◽  
Vol 18 (3) ◽  
pp. 264-275 ◽  
Author(s):  
Felicity Harper ◽  
Margaret Nicolson
Author(s):  
Sissel Tove Olsen ◽  
Aslaug Andreassen Becher ◽  
Sigurd Bergflødt ◽  
Aina Hammer ◽  
Nanna Paaske ◽  
...  

2021 ◽  
Vol 5 (2) ◽  
pp. 10-20
Author(s):  
Quang Nhat Nguyen

Peer observation is among the popular tools to evaluate teacher's performance in the classroom. As education evolves and becomes more eclectic, the focus of peer observation is not merely to assess teachers but also to facilitate them in pursuing their professional development. Characterized by the SALSA (Search, Appraisal, Synthesis and Analysis) framework of Grant and Booth (2009), this critical review searches, appraises, synthesizes, and analyzes the literature in contemporary models of peer observation globally, based on which the author adopts two peer-observation models left out by other researchers. The article then critically discusses the questions regarding the benefits and concerns, as well as proposes holistic solutions to enhance peer observation of teaching. Finally, the author points out the research gaps and offers further pedagogical recommendations for applying peer observation of teaching as a professional development protocol from both managerial and professional perspectives.


2014 ◽  
Vol 4 (2) ◽  
pp. 33-39
Author(s):  
Natalia Avshenyuk ◽  
Lyudmyla Kostina

Abstract Cogent argument for better understanding of the take-up of teacher professional development through understanding the definition itself has been presented. The main constituents of the definition with reference to different sources of information in psychology, philosophy and pedagogics have been analyzed. To make the research more logical, the definitions “personality development”, “professional development” and “teacher professional development” have been studied in consecutive order. The literature review, which is based on Ukrainian and foreign documents observation, shows different approaches to defining the notion studied: a process-based approach and a system-based approach, as well as their conditional character and appropriateness. In authors’ view, teacher education is a key issue in basic development sectors of any country of the world. Teachers’ professional activities must not focus on individual content only but bear in mind students’ intellectual, spiritual, physical, moral, social and cultural well being. Teacher professional development is a powerful and effective premise for sustained improvement of student outcomes. On the whole, teacher professional development can be defined as a long-term complex process of qualitative changes in teaching aimed at teacher performance improvement in the classroom and ensuring students’ success. According to the study, this process can be compulsory or so called optional. The effectiveness of professional development is structured: leadership, knowledge, available recourses, high level of collaboration, appropriate evaluation and sustainability.


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